Items related to Implementing RTI With English Learners
Learn why response to intervention is the ideal framework for supporting English learners. Find clear guidelines for distinguishing between lack of language proficiency and learning disability. Follow the application and effectiveness of RTI through the stories of four representative students of varying ages, nationalities, and language proficiency levels. Throughout the book, the authors illustrate the benefits of implementing RTI in a professional learning community.
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About the Author:
Douglas Fisher, PhD, is a professor of language and literacy education in the School of Teacher Education at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, and a Christa McAuliffe Award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books, including Checking for Understanding: Formative Assessment Techniques for Your Classroom, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Background Knowledge: The Missing Piece of the Comprehension Puzzle, In a Reading State of Mind: Brain Research, Teacher Modeling, and Comprehension Instruction, and Literacy 2.0: Reading and Writing in the 21st Century Classroom. Nancy Frey, PhD, is a professor of literacy in the School of Teacher Education at San Diego State University (SDSU) and a teacher leader at Health Sciences High & Middle College. She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference and a Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She has published in The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, and Educational Leadership. She is a coauthor of the books Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners, Learning Words Inside and Out, and Literacy 2.0: Reading and Writing in the 21st Century Classroom. She teaches a variety of courses in SDSU s teacher-credentialing program on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. Carol Rothenberg is the coordinator of the New Arrival Center in the San Diego Unified School District, an intensive, accelerated program for adolescents who are new to English and new to the United States. She is also a consultant to the Springdale School District in Arkansas, where she has been a lead trainer for their districtwide initiative on literacy and English learners. She has worked with elementary and secondary schools throughout the San Diego Unified School District, training teachers and administrators on effective programs and instruction for EL students. An experienced classroom teacher and literacy coach with a master s degree in special education, Carol has taught bilingual special education, Spanish, ESL, and state-approved classes for teacher certification. She is the co-author of Language Learners in the English Classroom and Teaching English Language Learners: A Differentiated Approach. As a member of the consultant network for NCTE, she helped develop the online professional development program Pathways for Adolescent Literacy.
Review:
Today, schools are required to meet the needs of English Language Learners (ELLs) in all subject areas it is no longer just the responsibility of the ESL specialists to ensure that ELLs succeed academically. Students must also find success with their teachers in math, science, and social studies. This book describes a system of intervention that schools can implement to help ELLs succeed in all of their classes. I highly recommend this book for schools who are currently finding it difficult to allow ELLs meaningful, and successful, access to their education. The book reminds us that if we all work together toward a common goal of student success, it can be achieved. --Tamara J. Chavez, High School ESL/English Teacher and Site Coordinator
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
This book provides nonspecialist educators with useful ideas for examining and constructing effective practices for English learners and for scaling up to the school and district level. It will be helpful to mainstream K 12 educators who find themselves with increasing numbers of ELLs in their classrooms and schools. --Anne Katz, Consultant, Education Design Group, San Francisco, California
"About this title" may belong to another edition of this title.
- PublisherSolution Tree
- Publication date2010
- ISBN 10 1935249983
- ISBN 13 9781935249986
- BindingHardcover
- Number of pages149
- Rating
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